Moral Development

Prevent, Repent, Reform, Revenge, is a study of the aims that people intend to achieve by the sanctions and treatments they recommend for wrongdoers. The book is designed to answer two main questions: What kind of analytical scheme can profitably reveal the nature of people's reasoning about the aims of sanctions they propose for perpetrators of crimes and misdeeds? In the aims that people express what changes in overt moral reasoning patterns appear between later childhood and the early adult years? The authors conducted interviews with 136 youths between the ages of 9 and 21 to find out what sanctions and aims they felt were appropriate in three cases of wrongdoing. The resulting information provides an important insight into adolescent moral development.

Examines 13 secular and 13 religious theories to produce a wide-ranging comparative study of the roots of moral development.

Long dormant, the field of moral development is experiencing a comeback. This book will appeal to scholars, developmental theorists and graduate students interested in issues of moral development, moral education, moral behavior and cognitive development theory.

Since World War II the regulation of conduct in the United States has become problematic. This condition has been recognized by ordinary citizens in the soaring crime rates, illegitimate births, neglect of the public good and increase in special and individual interests, preference for fame, fortune and power, gross immoral acts by public figures, and fascination of the media and the audience with spectacles of evil. The troubled control of social behavior in the nation is suggested by the fact that our society has no commonly accepted set of standards that can guide our actions. Heslep penetrates the bazaar of competing normative principles that Americans subscribe to in search of those logical and feasible standards of behavior that will conquer our nation's moral crisis. He then constructs an idea of character education for Americans, applying it to recent policy recommendations and to cases of individuals with moral education needs.

The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and social values framework. Through this analysis, individuals develop moral character through conflict with their local authority figures, including parents. The moral structure of societies evolves through intergenerational challenges to and contradictions with the dominant social order. The book is divided into three parts to help frame this discussion: *Part I directly takes up the issue of resistance as it occurs at a cultural level, and the implications of such resistance for moral education and socialization. *Part II explores the normative forms of adolescent resistance and contrarian behavior that vex parents and teachers alike. *Part III brings back the issue of societal structure and culture to illustrate how negative features of society--such as racial discrimination and economic disparity--can feed into the construction of negative moral identity in youth posing challenges to moral education. Taken together, this collection presents a rich counterpoint to the pictures of moral growth as the progressive sophistication of moral reasoning or the gradual accretion of moral virtues and cultural values. It will benefit those in developmental, social, and cognitive psychology, as well as sociology, political science, and education.

There is a growing consensus in society on the need for schools and colleges to address the issue of moral education, despite argument over the philosophy and psychology that should guide it and the practice that should characterize it. This compilation is reflective of the cognitive developmental approach associated primarily with Lawrence Kohlberg and his colleagues, and includes recent theoretical writing on moral education. Some topics addressed are the ethic of care; accounts of moral education programs in the classroom and on the athletic field; and discussions of democratic governance in schools.

The Culture of Morality examines how explanations of social and moral development inform our understandings of morality and culture. A common theme in the latter part of the twentieth century has been to lament the moral state of American society and the decline of morality among youth. A sharp turn toward an extreme form of individualism and a lack of concern for community involvement and civic participation are often blamed for the moral crisis. Elliot Turiel challenges these views, drawing on a large body of research from developmental psychology, as well as from anthropology and sociology. He also culls from social events, political movements, and journalistic accounts of social and political struggles in many places of the world. Turiel shows that generation after generation has lamented the decline of society and blamed young people. Using historical accounts, he persuasively argues that such characterizations of moral decline entail stereotyping, nostalgia for times past, and a failure to recognize the moral viewpoint of those who challenge traditions. He also argues that people's discontents with the unfairness of many aspects of societal arrangements, traditions, and established practices are often misinterpreted as a lack of commitment to society or community. Going beyond American society, Turiel's penetrating analysis uses examples of social events, political movements, and journalistic accounts of social and political struggles worldwide. He shows how marginalized populations often oppose cultural arrangements, and mobilize to change the societal status quo. This unique study is a thoughtful integration of extensive reasearch; an original approach to moral dvelopment, social justice, and culture. Elliot Turiel is Chancellor's Professor in the School of Education and Affiliate in the Department of Psychology at the University of California, Berkeley. He has been a Guggenheim Fellow, a Fellow of the National Institute of Mental Health, and a Van Leer Fellow. He is the President of the Jean Piaget Society. Turiel's previous book is The Development of Social Knowledge (Cambridge, 1983), and he has edited or co-edited Culture, Thought and Development (Erlbaum, 2000), Values and Knowledge (Erlbaum, 1997), and Development and Cultural Change (Jossey-Bass, 1999). Within the field of psychology, Turiel is considered one of the leading researchers of moral and social development. His work has served to provide new directions for a number of now-prominent researchers.